<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100203</article-id>
<article-id pub-id-type="doi">10.5902/1984686x71150</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Entre Portas Fechadas: frestas e brechas para pensar processos inclusivos na Educação]]></article-title>
<article-title xml:lang="en"><![CDATA[Between Closed Doors: cracks and gaps to think about inclusive processes in Education]]></article-title>
<article-title xml:lang="es"><![CDATA[Entre Puertas Cerradas: grietas y vacíos para pensar procesos inclusivos en Educación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues da Silva]]></surname>
<given-names><![CDATA[Edna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Callaide Souza]]></surname>
<given-names><![CDATA[Cristiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goretti Andrade Rodrigues]]></surname>
<given-names><![CDATA[Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Santo Antônio de Pádua RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Santo Antônio de Pádua RJ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[Santo Antônio de Pádua RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste trabalho é tensionado o direito à educação para as crianças com deficiências, garantido nos documentos legais, com as narrativas das mães de crianças com diagnóstico do espectro autista e suas lutas para matricular as crianças na escola. Foi percebido que as interpretações que existem na lei, como &#8220;preferencialmente na rede regular de ensino&#8221;, deixam a responsabilidade também para outras instituições educativas, que muitas vezes, criam barreiras para matricular as crianças. Nas narrativas das mães, são recorrentes as portas fechadas, mas elas insistem, encontram frestas e brechas para habitar a escola. Mães que tem suas histórias de vida invisibilizadas, enfrentam lutas (a) morosas por uma educação inclusiva. Narrativas são utilizadas como recurso metodológico, inspiradas em Benjamin, Portelli e Certeau, e a dimensão do acontecimento a partir de Deleuze, para a produção de novas maquinações. A Educação Especial no Brasil é marcada pela medicalização, e os efeitos mais devastadores dessa cultura medicalizante são percebidos nos discursos de docentes que se apresentam como incapazes de ensinar crianças com deficiência. Urge que a escola desse tempo de agora considere as diferenças como condição de existência de cada um.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this work, the right to education for children with disabilities is tensioned, guaranteed in legal documents, with the narratives of mothers of children diagnosed with the autism spectrum and their struggles to enroll children in school. It was perceived that the interpretations that exist in the law, such as &#8220;preferably in the regular school system&#8221;, leave the responsibility to other educational institutions, which often create barriers to enrolling the children. In the mothers' narratives, closed doors are recurrent, but they insist, finding cracks and gaps to inhabit the school. Mothers whose life stories are made invisible face long struggles for an inclusive education. Narratives are used as a methodological resource, inspired by Benjamin, Portelli and Certeau, and the dimension of the happening from Deleuze's point of view, for the production of new machinations. Special Education in Brazil is marked by medicalization, and the most devastating effects of this medicalizing culture are perceived in the speeches of teachers who present themselves as incapable of teaching children with disabilities. It is urgent that the school of this time consider differences as a condition of existence of each one.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En este trabajo se tensiona el derecho a la educación de los niños con discapacidad, garantizado en documentos legales, con los relatos de madres de niños diagnosticados con el espectro autista y sus luchas por matricular a los niños en la escuela. Se percibió que las interpretaciones que existen en la ley, como &#8220;preferiblemente en el sistema escolar regular&#8221;, dejan la responsabilidad a otras instituciones educativas, lo que muchas veces crea barreras para la matrícula de los niños. En los relatos de las madres son recurrentes las puertas cerradas, pero ellas insisten, encontrando grietas y aberturas para habitar la escuela. Madres cuyas historias de vida son invisibilizadas enfrentan largas luchas por una educación inclusiva. Utilizamos las narrativas como recurso metodológico, inspirándonos en Benjamin, Portelli y Certeau, y la dimensión del acontecimiento desde el punto de vista de Deleuze, para la producción de nuevas maquinaciones. La Educación Especial en Brasil está marcada por la medicalización, y los efectos más devastadores de esta cultura medicalizante se perciben en los discursos de los docentes que se presentan como incapaces de enseñar a niños con discapacidad. Es urgente que la escuela de este tiempo considere las diferencias como condición de existencia de cada uno.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Mães]]></kwd>
<kwd lng="pt"><![CDATA[Narrativas]]></kwd>
<kwd lng="pt"><![CDATA[Processos Inclusivos]]></kwd>
<kwd lng="en"><![CDATA[Narratives]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Processes]]></kwd>
<kwd lng="es"><![CDATA[Madres]]></kwd>
<kwd lng="es"><![CDATA[Narrativas]]></kwd>
<kwd lng="es"><![CDATA[Procesos Inclusivos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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